The participation by females in computing education has become an issue in the Western world. Fewer females than males are observed at all levels of computer education. As the level becomes more advanced the loss of females is both cumulative and progressive. Reports from the United Kingdom, the United States, and New Zealand indicate that at secondary level boys significantly outnumber girls in higher-skill computing courses and at tertiary level the numbers of females enrolling has declined over the past decade. The motivation for this research was a desire to understand why females were not enrolling in computing classes, and when they did, why their retention was poor. A review of the literature regarding females and computing indicated that there were certain features evident in the computing classroom believed to contribute to a unique culture existing in the computing learning environment. These included the context in which computing is historically embedded, the lack of female teachers as role models and the nature of the classroom itself, where male attitudes towards computers and games play a critical role. Throughout the literature the culture of computing was shown to be strongly embedded in male values, and unattractive to many females. For this reason, some researchers suggest that single-sex classrooms or schools may provide a more supportive learning environment for both female and male students. Therefore this study explored the computer classroom learning environment of senior secondary school students at three different types of school, single-sex girls' and boys' schools and mixed-sex schools. A mixed-method research design was adopted to investigate the nature of the classroom learning environment in which computing is situated and to determine ways by which it might be made more equitable. / A questionnaire with seven subscales was used to measure students' perceptions of the computer classroom learning environment. Data were collected from senior students taking computing at seven secondary schools in the central Wellington area, and the differences between the perceptions of girls and boys at single-sex and mixed-sex schools were analysed. The results suggested that, on a number of subscales, students from single-sex schools were more satisfied with their learning environment than students from mixed-sex schools, and that girls were less satisfied than boys. These findings suggested that the sex of the student and the type of school attended were associated with students' perceptions of the computer classroom. The questionnaire data were supported by interviews with students and their teachers and by observations of some of the classes. The analysis of the qualitative data confirmed many of the concerns expressed in the research literature, and revealed significant differences in the behaviour of boys and girls in the computer classroom, thus leading to the proposition that both sexes might benefit from single-sex classes. The results also highlight the critical role played by the teacher in the transfer of cultural values in the classroom through the teaching style and organisation of class activities. Taken together, the findings from the study, in the context of the research literature, enabled recommendations to be made for providing a more equitable computer learning environment for both girls and boys. Suggestions for future research, particularly in light of the changing national computing curriculum, are made.

One of two project reports: The other part is designated Part B: On-Campus Project / <p> Computer studies are made of a CANDU-PHW reactor core containing an annulus of enriched uranium around a central zone of natural uranium. For hybrid cores of this type with a maximum radial form factor, the uranium requirements, fuel costs, stability, and power peaking upon refuelling are investigated. It is found that these hybrid cores offer potential savings of 10% to 20% in fuel costs and uranium utilization compared to the present CANDU-PHW core, and are only slightly less stable. However, power peaking upon refuelling is a problem with these cores.</p> / Thesis / Master of Engineering (ME)

The choice of a first programming language is critical for fostering problem solving skills and remains a concern in programming instruction that should be taken into account during discussions on the Computer Science curriculum. Criteria that should be considered in selection, therefore, need to be established. Few precedents exist for the implementation of such a language, and guidelines for this process ought to be introduced. This study aims to institute valid criteria and guidelines for the selection and implementation of a first programming language in high schools. Criteria for selection were established and guidelines for implementation introduced through a literature study, after which the validity of these was tested empirically. Care was taken to ensure the relevance of criteria, which were established regarding the development of thinking and programming skills, requirements for the programming language and its software development environment to make it appropriate for learners, new tendencies in programming, issues influencing programming used in practice, affordability, training and resources, and programming for various purposes. Guidelines were introduced for the implementation of a first programming language in high schools regarding appreciating teachers' roles in implementation, issues surrounding pilot testing, considering cost implications at macro-implementation level, introducing a new curriculum, and guidance, support and assessment. The validity of selection criteria and implementation guidelines identified was empirically verified within the South African context, in that all items in a questionnaire based on criteria and guidelines received averages rating these as 'fairly important'. Effect sizes designating practical significance for differences between 0 the reported importance and application/usage of criteria and guidelines and 0 the use of implementation guidelines as regarded by groups consisting of policy makers and teachers respectively indicate a need for more careful consideration of what is important and practical in the world of the teachers who implement a selected language. Key terms: selection criteria, implementation guidelines, first programming language, high schools, Computer Studies, curriculum development, curriculum implementation, curriculum dissemination / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2004.

The choice of a first programming language is critical for fostering problem solving skills and remains a concern in programming instruction that should be taken into account during discussions on the Computer Science curriculum. Criteria that should be considered in selection, therefore, need to be established. Few precedents exist for the implementation of such a language, and guidelines for this process ought to be introduced. This study aims to institute valid criteria and guidelines for the selection and implementation of a first programming language in high schools. Criteria for selection were established and guidelines for implementation introduced through a literature study, after which the validity of these was tested empirically. Care was taken to ensure the relevance of criteria, which were established regarding the development of thinking and programming skills, requirements for the programming language and its software development environment to make it appropriate for learners, new tendencies in programming, issues influencing programming used in practice, affordability, training and resources, and programming for various purposes. Guidelines were introduced for the implementation of a first programming language in high schools regarding appreciating teachers' roles in implementation, issues surrounding pilot testing, considering cost implications at macro-implementation level, introducing a new curriculum, and guidance, support and assessment. The validity of selection criteria and implementation guidelines identified was empirically verified within the South African context, in that all items in a questionnaire based on criteria and guidelines received averages rating these as 'fairly important'. Effect sizes designating practical significance for differences between 0 the reported importance and application/usage of criteria and guidelines and 0 the use of implementation guidelines as regarded by groups consisting of policy makers and teachers respectively indicate a need for more careful consideration of what is important and practical in the world of the teachers who implement a selected language. Key terms: selection criteria, implementation guidelines, first programming language, high schools, Computer Studies, curriculum development, curriculum implementation, curriculum dissemination / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2004.